Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, Palo Alto, CA.
Vanderbilt University School of Medicine, Nashville, TN.
Am J Speech Lang Pathol. 2020 May 8;29(2):890-902. doi: 10.1044/2019_AJSLP-19-00007. Epub 2020 Apr 1.
Purpose The purpose of this systematic review was to identify parent education procedures implemented in intervention studies focused on expressive verbal communication for nonverbal (NV) or minimally verbal (MV) children with autism spectrum disorder (ASD). Parent education has been shown to be an essential component in the habilitation of individuals with ASD. Parents of individuals with ASD who are NV or MV may particularly benefit from parent education in order to provide opportunities for communication and to support their children across the life span. Method ProQuest databases were searched between the years of 1960 and 2018 to identify articles that targeted verbal communication in MV and NV individuals with ASD. A total of 1,231 were evaluated to assess whether parent education was implemented. We found 36 studies that included a parent education component. These were reviewed with regard to (a) the number of participants and participants' ages, (b) the parent education program provided, (c) the format of the parent education, (d) the duration of the parent education, (e) the measurement of parent education, and (f) the parent fidelity of implementation scores. Results The results of this analysis showed that very few studies have included a parent education component, descriptions of the parent education programs are unclear in most studies, and few studies have scored the parents' implementation of the intervention. Conclusions Currently, there is great variability in parent education programs in regard to participant age, hours provided, fidelity of implementation, format of parent education, and type of treatment used. Suggestions are made to provide both a more comprehensive description and consistent measurement of parent education programs.
目的 本系统评价的目的是确定在以自闭症谱系障碍（ASD）的非言语（NV）或最小言语（MV）儿童为对象的表达性言语沟通干预研究中实施的家长教育程序。家长教育已被证明是 ASD 个体康复的重要组成部分。NV 或 MV 的 ASD 儿童的家长可能特别受益于家长教育，以提供沟通机会，并在整个生命周期中支持他们的孩子。
方法 在 1960 年至 2018 年期间，我们在 ProQuest 数据库中搜索了针对 ASD 中 MV 和 NV 个体的言语沟通的文章，以确定目标文章。共评估了 1231 篇文章，以评估是否实施了家长教育。我们发现了 36 项包含家长教育部分的研究。这些研究涉及到以下方面：（a）参与者的数量和年龄；（b）提供的家长教育计划；（c）家长教育的形式；（d）家长教育的持续时间；（e）家长教育的测量；（f）家长实施干预的忠实度分数。
结果 这项分析的结果表明，很少有研究包含家长教育部分，大多数研究中对家长教育计划的描述不清楚，很少有研究对家长实施干预的情况进行评分。
结论 目前，家长教育计划在参与者年龄、提供的时间、实施的忠实度、家长教育形式和使用的治疗类型方面存在很大差异。建议对家长教育计划提供更全面的描述和一致的测量。
